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Using the Preschool Life Skills Program to Support Skill Development for Children with Trauma Histories.

Rachel E Rees1, Christopher J Seel2, Barney G Huxtable1

  • 1The Behaviour Clinic, Cardiff, UK.

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|October 11, 2024
PubMed
Summary
This summary is machine-generated.

The Preschool Life Skills (PLS) program was adapted for two boys with trauma histories, showing skill acquisition but inconsistent maintenance. Caregiver reports indicated positive outcomes and skill improvements at home.

Keywords:
Behavioral skills trainingChildhood traumaPreschool Life SkillsSkill developmentTrauma-informed care

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Area of Science:

  • Child Psychology
  • Trauma-Informed Care
  • Educational Interventions

Background:

  • Preschool Life Skills (PLS) program effectively addresses social and learning deficits in at-risk preschoolers.
  • Similar skill deficits are prevalent in older children in foster or residential care, often linked to adverse childhood experiences.
  • Trauma-informed frameworks are crucial for supporting children with trauma histories.

Purpose of the Study:

  • To evaluate individualized PLS curricula for two boys with significant trauma histories.
  • To demonstrate the feasibility of delivering the PLS program within a trauma-informed framework.
  • To assess skill acquisition and generalization in a clinical and home setting.

Main Methods:

  • Individualized PLS curricula were developed and delivered in a one-to-one clinical setting.
  • Skill acquisition was evaluated through direct observation and caregiver assessments.
  • The program was implemented within a trauma-informed care model.
  • Social validity and caregiver ratings were collected.

Main Results:

  • Both participants acquired skills targeted in their individualized curricula.
  • Skill maintenance was inconsistent for some targeted skills.
  • Social validity assessments indicated enjoyment of the training, with mixed results on overall perceived benefits.
  • Caregivers reported high satisfaction and observed skill improvements at home.

Conclusions:

  • The PLS program can be adapted for children with trauma histories within a trauma-informed framework.
  • Individualized curricula facilitate skill acquisition, but consistent maintenance requires further attention.
  • Caregiver involvement and home-based generalization are vital for program success.
  • Further research is needed to optimize the PLS program for children affected by trauma.